ICCS 2009 Technical Report - IEA

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Table 12.15: Reliabilities for scales reflecting students’ expected participation in political protestCountry Legal Protest Illegal ProtestAustria 0.76 0.83Belgium (Flemish) 0.79 0.86Bulgaria 0.78 0.80Chile 0.80 0.77Chinese Taipei 0.82 0.90Colombia 0.73 0.82Cyprus 0.79 0.81Czech Republic 0.80 0.84Denmark 0.78 0.87Dominican Republic 0.76 0.78England 0.83 0.84Estonia 0.74 0.81Finland 0.82 0.87Greece 0.70 0.78Guatemala 0.75 0.80Hong Kong SAR 0.82 0.91Indonesia 0.73 0.68Ireland 0.82 0.83Italy 0.75 0.76Korea, Republic of 0.86 0.84Latvia 0.74 0.82Liechtenstein 0.76 0.89Lithuania 0.76 0.82Luxembourg 0.80 0.85Malta 0.78 0.83Mexico 0.76 0.83Netherlands 0.78 0.87New Zealand 0.84 0.84Norway 0.83 0.86Paraguay 0.75 0.73Poland 0.81 0.85Russian Federation 0.77 0.77Slovak Republic 0.79 0.84Slovenia 0.78 0.84Spain 0.76 0.82Sweden 0.82 0.88Switzerland 0.77 0.86Thailand 0.77 0.86ICCS average 0.79 0.83SCALING PROCEDURES FOR ICCS questionnaire ITEMS187
Table 12.16: Item parameters for scales reflecting students’ expected participation in political protestScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)Legal ProtestThere are many different ways how citizens may protest against things they believe are wrong.Would you take part in any of the following forms of protest in the future?IS2P31A Writing a letter to a newspaper -0.24 -1.74 -0.01 1.74IS2P31B Wearing a badge or t-shirt expressing your opinion -0.05 -1.60 0.10 1.51IS2P31C Contacting an 0.35 -1.83 0.28 1.55IS2P31D Taking part in a peaceful march or rally -0.11 -1.50 -0.04 1.54IS2P31E Collecting signatures for a petition -0.26 -1.55 -0.01 1.55IS2P31F Choosing not to buy certain products -0.15 -1.54 -0.09 1.64IllegalProtestThe confirmatory factor analysis, which assumed a two-factor model, suggested a close modelfit, and the factor loadings indicated a high degree of item reliability (see Figure 12.10). ItemIS2P31F (“choosing not to buy certain products”) had a somewhat lower factor loading thanthe other items measuring LEGPROT (“expected participation in legal protest”). There was amoderate positive correlation between the two latent factors of r = 0.42.There are many different ways how citizens may protest against things they believe are wrong.Would you take part in any of the following forms of protest in the future?IS2P31G Spray-painting protest slogans on walls 1.37 -2.06 0.60 1.47IS2P31H Blocking traffic 1.85 -2.14 0.73 1.41IS2P31I Occupying public buildings 1.92 -2.02 0.64 1.37Figure 12.10: Confirmatory factor analysis of items measuring students’ expected participation in protestactivitiesIS2P31A0.501.00LEGPROT0.700.680.700.740.760.57IS2P31BIS2P31CIS2P31D0.540.500.460.42IS2P31E0.42IS2P31F 0.681.00ILLPROT0.810.900.86IS2P31G0.34IS2P31H0.18IS2P31I 0.26RMSEA 0.045NNFI 0.96CFI 0.97188ICCS 2009 technical report
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School sampling design 63Within-sch
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6ICCS 2009 technical report
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Table 9.9: Numbers of NRC responses
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Table 12.37: Item parameters for sc
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Figure 12.7: Confirmatory factor an
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Table B.21.1: Allocation of student
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ICCS collected data from more than
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• A 30-minute school questionnair
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ReferencesAmadeo, J., Torney-Purta,
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Table 2.1: Test development process
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PanelingPaneling is a team-based ap
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Development of constructed-response
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Table 2.6: Field trial item mapping
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Released test itemsTwo clusters of
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32 ICCS 2009 technical report
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• Civic identities, comprising tw
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The context of the wider community
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The international options offered t
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Some of the constructs measured thr
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Discussion with national centers an
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was that the test would focus on kn
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Asian questionnaire developmentThe
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Of these, the survey instruments (c
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Adaptation of the instrumentsIn the
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International translation verifiers
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Quality control monitor reviewIEA h
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Teacher target populationICCS defin
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Table 6.1: Population coverage and
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Table 6.2: School, student, and tea
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The team next selected a sample fro
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Systematic sampling was used for se
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In a small number of countries, the
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Class non-response adjustment (WGTA
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Teacher non-response adjustment (WG
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Calculating participation ratesFor
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Table 7.1: Unweighted participation
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The unweighted overall participatio
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Table 7.4: Weighted participation r
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Table 7.5: Categories into which co
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Table 7.7: Participation by country
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• The School Sampling Manual (ICC
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School coordinators were required t
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For countries administering the sch
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Scoring the ICCS assessmentThe succ
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Quality control throughout the data
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Table 8.3: Weighted percentages of
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ICCS International Study Center (20
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They received an overview of the st
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Survey administration activities du
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Table 9.3: Percentages of IQCM resp
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Table 9.9: Numbers of NRC responses
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Table 9.12: Numbers of NRC response
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The majority of countries used the
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ReferencesICCS International Study
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After the item-statistics review ha
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Documentation and structure checkFo
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Filter questions, which appeared in
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SummaryTo achieve a high standard o
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Test coverage and item dimensionali
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Table 11.1: Item total-score correl
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Assessment of scorer reliabilitiesT
Page 137 and 138: Table 11.3: Gender DIF estimates fo
Page 139 and 140: Table 11.4 shows the percentages of
Page 141 and 142: fell below 70 percent were removed.
Page 143 and 144: Table 11.6: National items excluded
Page 145 and 146: Table 11.7: Final item parameters u
Page 147 and 148: Table 11.9: Median test reliabiliti
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Page 151 and 152: Figure 11.6: Scatterplot for link i
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Page 155 and 156: Table 11.15: Reliabilities for Euro
Page 157 and 158: ReferencesAdams, R. (2002). Scaling
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Page 161 and 162: Teacher questionnaireIndividual tea
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Page 167 and 168: Table 12.1: Reliabilities for scale
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Page 179 and 180: Table 12.9: Reliabilities for scale
Page 183 and 184: Table 12.12: Item parameters for sc
Page 185 and 186: Students’ attitudes toward instit
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Page 201 and 202: In Question 19, teachers were asked
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Page 209 and 210: Teachers’ reports of teaching civ
Page 213 and 214: School questionnairePrincipals’ r
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Page 233 and 234: Figure 12.24 shows the results of t
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All of the items associated with Qu
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Table 12.50: Reliabilities for scal
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Figure 12.28 shows the results of t
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In Question 4, students were asked
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Table 12.56: Reliabilities for scal
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Figure 12.30: Confirmatory factor a
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Question 4 asked students to rate t
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Table 12.63: Item parameters for sc
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Students’ perceptions of public s
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Table 13.1: Numbers of sampling zon
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Table 13.2: Example of computation
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Table 13.3: National averages for c
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The ICCS international report also
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The software package HLM 6.08 (Raud
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Table 13.4: Coefficients of missing
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During the multiple regression anal
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SummaryThe jackknife repeated repli
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Staff at the IEA Data Processing an
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Republic of KoreaTae-Jun KimKorean
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Appendix B: Characteristics of nati
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Table B.3: Allocation of student sa
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B.6. Colombia• Night schools, wee
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Table B.8.2: Allocation of teacher
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B.12. Estonia• Schools for adults
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B.14. Greece• Night schools and s
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B.20. Korea• Special education sc
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B.23. Lithuania• Special needs sc
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Table B.29.1: Allocation of student
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Table B.32: Allocation of student s
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B.34. Slovenia• Dislocated units
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B.36. Sweden• Special needs schoo
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B.38. Thailand• Special education
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Table C1: Descriptions of cognitive
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Table C1: Descriptions of cognitive
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Table D.1: List of international an
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Table D.3: Years of further schooli
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